The intent of the study was to understand how students enrolled in translation and intercultural communication course at a Spanish University develop intercultural competence (IC). The sample size for the study was 14 first-year students. The study used a mixed-method approach. Therefore, students were required to complete the IDI assessment and were interviewed (the results of the pre-interview are not discussed in the article). After completing the IDI assessment and interview, all 14 students participated in a semester-long course and a semester-long study abroad. After completing the course and studying abroad, students took the Post IDI Assessment and were again interviewed. The results of the pre-post IDI have descriptively analyzed the results demonstrated that there was an increase in DO scores by 4.45 points. In the pretest 29% (Polarization), 57% (Minimization) and 14% (Acceptance) but for the posttest 22% (Polarization), 64% (Minimization) and 14% (Acceptance). One student exceptionally demonstrated an increase of 28.38 points and moved from Minimization to Acceptance. The results of the thematic analysis revealed that: students found training and IDI assessment valuable in helping them develop IC. They found the training very useful when they were in a study abroad program as they could apply the disciplinary knowledge to applied situations. The majority of students also agreed that the course helped them to reflect on their past intercultural experiences, and they found the course very useful.

The aim of the study was to understand the impact of Project based service learning on critical thinking, ICL, and cognitive diversity of Engineering students enrolled in the EPICS program. The CAT instrument was used to assess the critical thinking of students, Herman Brain Dominance Instrument was used to measure cognitive diversity and IDI was used to measure the ICL. Students from the South Dakota School of Mines and Technology and Purdue University participated in the study. The results of the ICL demonstrated that students who were in the EPICS programs for more than 3 semesters demonstrated a significant gain in DO scores than the traditional engineering and first-year engineering students in EPICS. The study demonstrated the effectiveness of project-based service learning in helping students to develop IC skills.

The intent of the study was to understand the use of CAM pedagogy to help business management students develop intercultural sensitivity. The study used a pre-post IDI survey to assess intercultural sensitivity. A Pre-survey was conducted, followed by 4 sessions on intercultural training; each session lasted for 2.25 hours. Students were engaged in an active learning environment where they were given case studies and were encouraged to identify solutions to navigate the intercultural issues. 22 students participated in a study, and there was no control group. Upon completion of the intervention, post-IDI was conducted. The results of the IDI were analyzed using paired sample t-test. There was a statistically significant increase in the DO scores of the students. Students moved from polarization to minimization after the intervention. Further, a regression analysis was conducted, and the results demonstrated that DO would tend to increase if students participated in more intercultural sessions using CAM. Further semi-structured interviews were conducted to understand the role of CAM in helping students to develop intercultural sensitivity (what led to an increase or decrease in DO). Students were interviewed at the start of the intervention and at the end of the intervention. The data was analyzed using a deductive thematic analysis. The pre-defined themes of Resistance, Confusion, and Empowerment was used to understand the student responses. The results of the study demonstrated in the first interview session out of 20 students, 18 students were in either resistance or confusion themes. But after the intervention, 17 students moved to empowerment, and 2 students were in resistance and 1 in confusion. Overall, the study confirmed the effectiveness of CAM in imparting intercultural learning to students.

The study focused to understand how students in a STEM LLC develop intercultural competence. Students were supposed to take a leadership seminar class where they were taught and engaged in various activities pertaining to intercultural learning. Data were collected for four cohorts of students that is for 2013, 2014, 2017, and 2018. Students in 2013 took an IDI at the start of their first semester and the end of their first semester. For 2014, 2017, and 2018 students did take a pre-post IDI but were also required to answer two reflection questions based on their intercultural learning experiences. The pre-post IDI results were analyzed using descriptive statistics. Students in 2013 demonstrated a marginal decline in their DO scores and they remained in polarization but after 2014, 2017, and 2018 the DO scores increased. Students on the intercultural continuum moved from polarization to minimization in the post-tests. Since the students in 2013 and 2014 demonstrated almost similar results and the increase of DO was not much larger, therefore the results for both the cohorts were grouped. Similarly, the results for 2017 and 2018 were grouped. ANOVA was conducted between the pre-scores of (2013,2014) and with post-scores of (2017,2018) and there was a significant difference in the DO. Another important point to note in this study was the change in the curriculum by the instructor. For understanding the effectiveness of the curriculum, the written reflections for 2014 students were scored based on the VALUE rubrics and it was found that students demonstrated a shallow understanding of the cultures. Therefore changes were made to the curriculum and the seminar course. Further data were collected to assess the impact of the new curriculum, The results for 2017 and 2018 were analyzed using the thematic analysis based on the VALUE rubric, the results of the study demonstrated that students did demonstrate a level 3 understanding of empathy, communication, self-awareness, and openness.

The study explored the benefits and challenges institutions experienced after the study abroad programs were canceled due to the COVID-19 pandemic. Institutions started a virtual study abroad programs for students. This study was conducted to understand students' virtual study abroad experiences in a pharmacy course for the Spring of 2020. Students participated in a well-organized virtual exchange program where they were provided the opportunity to develop intercultural intelligence and competence. The program offered students to talk to the practitioners from St. Bart hospital in London and learn from them. They also learned more about English culture, food, entertainment, etc. All four students in the course took a pre and post-IDI. The results of the IDI demonstrated that DO scores increased for students, and the Orientation gap decreased. The results were compared with seven 2019 students who participated in an in-person experience. The results demonstrated that not all students in 2019 demonstrated a gain in DO scores. Also, the students provided feedback based on their study abroad in 2019 and virtual exchange in 2020. The prominent themes for 2019 were intercultural learning, Patient care, and research. Whereas for 2020, the themes were intercultural learning and research as students did not mention patient care as they participated virtually. The study demonstrated the effectiveness of virtual study abroad programs for students.